An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice
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An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice
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Author : D. Antonio Cantu
language : en
Publisher:
Release Date : 2001
An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice written by D. Antonio Cantu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
This study addresses and advances the study and understanding of numerous research and educational an constructs. In particular, it provides greater understanding of the role of teacher beliefs in guiding or influencing classroom practice. It also provides researches and educators with a framework for identifying those components that comprise a teacher's belief system.
A Naturalistic Investigation Of The Relationship Between Secondary Social Studies Teachers Beliefs And Practice
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Author : Dino Antonio Cantu
language : en
Publisher:
Release Date : 1997
A Naturalistic Investigation Of The Relationship Between Secondary Social Studies Teachers Beliefs And Practice written by Dino Antonio Cantu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with categories.
International Handbook Of Research On Teachers Beliefs
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Author : Helenrose Fives
language : en
Publisher: Routledge
Release Date : 2014-08-21
International Handbook Of Research On Teachers Beliefs written by Helenrose Fives and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-08-21 with Education categories.
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Fifth Grade Teachers Social Studies Knowledge And Beliefs And Their Relationship To Classroom Practices
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Author : Michele Harcarik
language : en
Publisher:
Release Date : 2009
Fifth Grade Teachers Social Studies Knowledge And Beliefs And Their Relationship To Classroom Practices written by Michele Harcarik and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Classroom management categories.
This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
Understanding The Relationship Between Beliefs About Democracy And Practice
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Author : Andrew L. Hostetler
language : en
Publisher:
Release Date : 2012
Understanding The Relationship Between Beliefs About Democracy And Practice written by Andrew L. Hostetler and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with High school teachers categories.
This study addressed the gap between teacher beliefs studies that claim beliefs of teachers influence practice and the recommendations for democratic practice presented in much of the literature on democracy in education. A collective case study methodology was selected to explore the processes and ways in which three beginning teachers' beliefs about democracy in education were related to their teaching behaviors and decision-making. The question guiding this study was, in what ways are these beginning social studies teachers with democratic purposes influenced by their personal practical theories of democracy in the secondary classroom? To address this question, three participants were selected for this study based on the criteria assumed by the questions. Data was collected from in-depth semi-structured interviews, post-observation debriefing interviews, observation field notes, and artifacts from teaching practice. The results of this research included three to five personal practical theories of democracy for each participant, a substantive theory of how these three teachers enacted their personal practical theories of democracy, and three major findings. These findings included: conceptualizing democratic living; mediating factors in the belief-practice dialectic; and purpose and practice in social studies. These results are presented in this dissertation in support of an argument for the need for social studies teacher candidates to engage in a process of refining purpose by exploring beliefs, images, assumptions, and notions of what it means to teach social studies and the potentially problematic concepts in the field of social studies as they relate to practice, namely democracy.
Technology Integration Beliefs And Pedagogical Practices In The Social Studies
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Author : Marie K. Health
language : en
Publisher:
Release Date : 2016
Technology Integration Beliefs And Pedagogical Practices In The Social Studies written by Marie K. Health and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
In the United States, social studies education plays a critical role in preparing students to be active citizens in a democracy. Student centered, inquiry-based instruction helps foster learner agency, but it occurs infrequently in social studies classrooms. One-to-one (1:1) technology, in which every learner uses a personal computing device, has been suggested as a tool to facilitate shifts in social studies pedagogy. Despite this potential, little research exists which examines one-to-one technology in social studies. The purpose of this study was to explore the experiences of two social studies teachers who initiated and integrated one-to-one technology over a two-year period in a racially diverse, high-poverty middle school. Using a phenomenological methodology, data were collected through interviews, observations, and artifacts and were interpreted using transcendental phenomenological reduction. The theory of Technological, Pedagogical, and Content Knowledge (TPACK) (Koehler & Mishra, 2005) framed discussion of findings. Findings reveal themes of teachers' positive beliefs about technology, teachers' belief in themselves as professionals with agency, teachers' relationship with the larger school district, and the ways in which teacher empowerment, technological knowledge, and pedagogical shifts led to greater student autonomy in learning. The study contributes to the foundation for one-to-one research in social studies by concluding: meaningful integration of one-to-one in social studies occurs at a confluence of complex factors; positive teacher beliefs about technology and teacher beliefs about professional agency impact integration; teacher voice is critical to research; and a modified version of TPACK is necessary in order to more fully capture the complex relationship between teacher beliefs and the teacher's interaction with administration and district goals. The study recommends that policymakers and practitioners should empower teachers by: building teacher capacity and supporting development of positive teacher beliefs well in advance of technology initiatives; designing and providing professional development that honors teacher voice, existing beliefs, and offers opportunities to take risks with technology; limiting the levels of bureaucracy in districts; and facilitating greater trust between the school leaders and teachers within the school community.
Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices
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Author : Valerie Houghton Dopp
language : en
Publisher:
Release Date : 2019
Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices written by Valerie Houghton Dopp and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Middle school teachers categories.
Since the 1980s, interest in the cognitive and affective influences on teaching has initiated studies on teacher beliefs and practices. Studies of teacher beliefs in academic areas such as reading, math, social studies, and science are prolific. However, studies about the teacher beliefs and practices of music teachers are scarce. The purpose of this study, therefore, is to explore the teacher beliefs of middle school orchestra teachers and to examine how their self-reported and observed teaching practices reflect these beliefs. Based on the work of foreign language education researcher Simon Borg (2003) a conceptual framework was developed that shows the various sources of teacher beliefs and practices, including formative preservice musical experiences, inservice contextual factors, and inservice professional development. Employing a qualitative multiple case study method, six purposely-selected middle school orchestra teachers, representing a variety of experience levels and program characteristics, shared their teacher beliefs and practices. Data generation included observations, interviews, stimulated recall (think aloud teacher commentary of videotaped teaching episodes), and written reflection surveys. During analysis, six core teacher beliefs about middle school string students and how they learn were identified. These beliefs guided the teachers' observed practices. Findings from this study illustrated that preservice formative musical experiences influenced the middle school orchestra teachers' beliefs about the value and importance of music teaching as a career. Data from the participants revealed a wide variety of instructional practices emanating from largely similar core pedagogical beliefs. Analysis suggested that experienced teachers held more developed teacher beliefs, and they selected instructional practices carefully, where inexperienced teachers were still formulating their own beliefs and experimenting with instructional practices. Data from the study point out that contextual constraints sometimes prevent teachers from enacting their closely held beliefs. This incongruence influenced three of the six participants to change teaching positions or retire early from the education profession. The study of music teacher beliefs and practices may be of interest to preservice and inservice music teachers and music teacher educators. Future studies may explore the relationship between teacher beliefs and practices and student achievement, and contribute to string music education research.
The Role Of Science Teachers Beliefs In International Classrooms
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Author : Robert Evans
language : en
Publisher: Springer
Release Date : 2014-09-11
The Role Of Science Teachers Beliefs In International Classrooms written by Robert Evans and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-09-11 with Education categories.
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Transformative Learning Techniques
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Author : Rosemary Ogada Luchivya
language : en
Publisher: IPR Journals and Book Publishers
Release Date : 2023-11-29
Transformative Learning Techniques written by Rosemary Ogada Luchivya and has been published by IPR Journals and Book Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-11-29 with Education categories.
TOPICS IN THE BOOK Challenges Parents Face in Learning Kenyan Sign Language: Hearing Parents of Deaf Children’s Perspectives Role of Motivation For University Librarians; A Case of Three Public Universities in Zambia In-Service Teachers’ Theoretical Orientations and Classroom Practices: Analysis of Espoused Beliefs and Perceived Practices Effectiveness of Transformative Learning Experiences on Employability of Bachelor of Technology Programme Graduates of Technical University of Kenya Trainee-Teachers’ Perceptions on Traditional, Online and Hybrid Learning Modes of Mathematics Education in Ghana
Advancing Social Studies Education Through Self Study Methodology
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Author : Alicia R. Crowe
language : en
Publisher: Springer Science & Business Media
Release Date : 2010-06-25
Advancing Social Studies Education Through Self Study Methodology written by Alicia R. Crowe and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-06-25 with Education categories.
Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education.